Neither the ALA nor our division, the American Association of School Librarians (AASL), sets prescriptive standards for school libraries, including a number of books per student (see [[Collection Development]] for further help with this). Instead, we advocate an outcomes-based assessment process initially set forth in 1998, in [http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/informationpowerbook/informationpowerbooks.cfm '''Information Power: Building Partnerships for Learning'''], a guide for school library media specialists in helping students flourish in a learning community not limited by time, place, age, occupation or disciplinary borders. The guidelines of ''Information Power'' also explain the importance of collaboration -- joining teachers and others to identify links in student information needs, curricular content, learning outcomes, and a variety of print and non-print resources.

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Neither the ALA nor our division, the American Association of School Librarians (AASL), sets prescriptive standards for school libraries, including a number of books per student (see [[Collection Development]] for further help with this). Instead, we advocate an outcomes-based assessment process initially set forth in 1998, in [http://www.worldcat.org/oclc/39042940 '''Information Power: Building Partnerships for Learning'''], a guide for school librarians in helping students flourish in a learning community not limited by time, place, age, occupation or disciplinary borders. The guidelines of ''Information Power'' also explain the importance of collaboration -- joining teachers and others to identify links in student information needs, curricular content, learning outcomes, and a variety of print and non-print resources.

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In order to recognize the changing role of school library media programs now and in the future, AASL has developed new learning standards for school library media programs. [http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm '''Standards for the 21st-Century Learner'''] offers vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school.

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In order to recognize the changing role of school libraries now and in the future, AASL has developed new [http://www.ala.org/aasl/standards-guidelines Learning Standards & Program Guidelines] for school libraries. [http://www.ala.org/aasl/standards-guidelines/learning-standards '''Standards for the 21st-Century Learner'''] offers vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school.

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[http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/guidelines.cfm '''''Empowering Learners: Guidelines for School Library Media Programs'''''] is the newest addition to the line up. It advances school library media programs to meet the needs of the changing school library environment and is guided by the [http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standardsinaction.cfm '''Standards for the 21st-Century Learner in Action'''] and ''Standards for the 21st-Century Learner in Action.''

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[http://www.ala.org/aasl/standards-guidelines/program-guidelines '''''Empowering Learners: Guidelines for School Library Media Programs'''''] is the newest addition to the line up. It advances school library media programs to meet the needs of the changing school library environment and is guided by the [http://www.ala.org/aasl/standards-guidelines/in-action '''Standards for the 21st-Century Learner in Action'''].

For additional information, see [[Budgeting]], [[Collection Development]], and [[Staffing]] on this wiki.

For additional information, see [[Budgeting]], [[Collection Development]], and [[Staffing]] on this wiki.

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In addition, individual states may have standards, which should be reviewed and observed as appropriate. Some of these are referenced on AASL's [http://aasl.ala.org/essentiallinks/index.php?title=Standards_%26_Guidelines Standards & Guidelines] page. Others may be found at the sites listed on these directory pages:

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In addition, individual states may have standards, which should be reviewed and observed as appropriate; search for your state using these directory pages:

* [http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SEA State departments of education]

* [http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SEA State departments of education]

Revision as of 14:36, 6 August 2014

Neither the ALA nor our division, the American Association of School Librarians (AASL), sets prescriptive standards for school libraries, including a number of books per student (see Collection Development for further help with this). Instead, we advocate an outcomes-based assessment process initially set forth in 1998, in Information Power: Building Partnerships for Learning, a guide for school librarians in helping students flourish in a learning community not limited by time, place, age, occupation or disciplinary borders. The guidelines of Information Power also explain the importance of collaboration -- joining teachers and others to identify links in student information needs, curricular content, learning outcomes, and a variety of print and non-print resources.

In order to recognize the changing role of school libraries now and in the future, AASL has developed new Learning Standards & Program Guidelines for school libraries. Standards for the 21st-Century Learner offers vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school.